To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
Session Information
[SYMP35] Family as a language policy regime: Agency, practices and negotiation
20230719T150020230719T1800Europe/Amsterdam[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions
[SYMP35] Family as a language policy regime: Agency, practices and negotiationHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Les élèves réfugiés en immersion française: une enquête sur les perspectives et les idéologies des enseignant.e.s au Canada
Oral Presentation[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
Whereas French immersion programs have traditionally served predominantly English-speaking, Canadian-born families, student demographics are changing as a result of increased migration to Canada. Researchers have found that newcomer, multilingual students and families are often highly motivated to learn French in Canada (Dagenais & Jacquet, 2000; Dagenais & Moore, 2008; Davis et al., 2019) and that such learners tend to develop strong language proficiency in French immersion programs (Bérubé & Marinova-Todd, 2012; Bourgoin & Dicks, 2019; Mady, 2015). Nevertheless, newcomer, multilingual learners are often excluded from French immersion due to supposedly low English language abilities (Davis et al., 2021; Mady & Masson, 2018; Roy, 2015). Adopting the critical theoretical perspective of sociolinguistics for change, we will examine the ideologies of educators with respect to refugee-background learners in French immersion programs in Canada. More specifically, we will analyze the preliminary results of a mixed-methods study drawing from survey and interview data to explore the experiences and perspectives of French immersion educators in three Canadian provinces, Saskatchewan, Manitoba, and Alberta. Together, we will explore the ideologies of educators across the Canadian Prairies and the political and pedagogical implications of the increasing diversity in French immersion programs throughout Canada.
Historiquement, les élèves anglophones nés au Canada ont été ceux qui ont le plus fréquenté l'immersion française dans le but d'apprendre les deux langues officielles du pays, l'anglais et le français. Cependant, nous observons une hétérogénisation de la population d'élèves inscrits en immersion, grâce à une augmentation de migration qui contribue à la diversité culturelle et linguistique au Canada. Plusieurs études ont trouvé que les élèves et les familles nouveaux-arrivants et multilingues sont souvent très motivés envers l'apprentissage du français au Canada (Dagenais & Jacquet, 2000; Dagenais & Moore, 2008; Davis et al., 2019) et que ces élèves développent des compétences langagières distinguées en immersion (Bérubé & Marinova-Todd, 2012; Bourgoin & Dicks, 2019; Mady, 2015). Toutefois, ces élèves sont souvent exclus des programmes d'immersion à cause de leurs niveaux supposément insuffisants d'anglais (Davis et al., 2021; Mady & Masson, 2018; Roy, 2015). Dans le cadre de cette présentation, nous adopterons une perspective théorique critique de la sociolinguistique pour le changement pour examiner les idéologies des enseignant.e.s par rapport aux élèves réfugiés en immersion française. Plus précisément, nous analyserons les résultats préliminaires d'une étude favorisant une méthodologie mixte, menée par l'entremise de questionnaires et d'entretiens, afin d'explorer les perspectives des enseignant.e.s à travers trois provinces canadiennes, la Saskatchewan, l'Alberta et le Manitoba. Nous explorerons les idéologies des enseignant.e.s et les implications pédagogiques et politiques de la diversité grandissante en immersion française au Canada. Bérubé, D., & Marinova-Todd, S. H. (2012). The development of language and reading skills in the second and third languages of multilingual children in French Immersion. International Journal of Multilingualism, 9(3), 272-293. Bourgoin, R., & Dicks, J. (2019). Learning to Read in Multiple Languages: A Study Exploring Allophone Students' Reading Development in French Immersion. Language and Literacy, 21(2), 10-28. Dagenais, D., & Jacquet, M. (2000). Valorisation du multilinguisme et de l'éducation bilingue dans des familles immigrantes. Journal of International Migration and Integration/Revue de l'integration et de la migration internationale, 1(4), 389-404. Dagenais, D., & Moore, D. (2008). Représentations des littératies plurilingues, de l'immersion en français et des dynamiques identitaires chez des parents chinois. Canadian Modern Language Review, 65(1), 11-31. Davis, S., Ballinger, S., & Sarkar, M. (2019). The suitability of French immersion for Allophone students in Saskatchewan: Exploring diverse perspectives on language learning and inclusion. Canadian Journal of Applied Linguistics, 22 (2), 27-63. Davis, S., Ballinger, S., & Sarkar, M. (2021). "More languages means more lights in your house": Illuminating the experiences of Allophone families in Saskatchewan French immersion. Journal of Immersion and Content-Based Language Education, 9(2), 336-363. Mady, C. (2015). Immigrants outperform Canadian-born groups in French immersion: Examining factors that influence their achievement. International Journal of Multilingualism, 12(3), 298-311. Mady, C., & Masson, M. (2018). Principals' beliefs about language learning and inclusion of English language learners in Canadian elementary French immersion programs. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 21(1), 71-93. Roy, S. (2015). Discours et idéologies en immersion française. Canadian Journal of Applied Linguistics, 18(2), 125-143.
Learning Content and Language Integration: Assessing the Effectiveness of an Immersion Teacher Professional Development Program
Oral Presentation[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
Scholars maintain that, due to the documented linguistic shortcomings of immersion students, teachers must attend to students' language learning needs as they learn academic content through an L2 (e.g., Cammarata & Haley, 2018; Lyster, 2007; Ó Duibhir, 2018; Tedick & Lyster, 2020). Professional development (PD) programs have been designed to address this issue by incorporating instruction on content and language integration (C/LI), which intentionally draws students' attention to language within the context of meaningful content (Lyster, 2007; Tedick & Lyster, 2020). Yet little is known about the effectiveness of such programs. Most previous research has used observational and interview data (e.g., Cammarata & Haley, 2017; Ó Ceallaigh et al., 2018). In contrast, this presentation will report on a quasi-experimental study involving one such PD program for immersion teachers in the U.S. Quasi-experimental studies may help clarify, extend, or add nuance to findings revealed in qualitative studies. Moreover, their findings may be generalizable to other similar programs. The PD program at the center of this study followed Lyster's (2007) "counterbalanced approach" to C/LI. The study examined whether the PD program was effective at improving teachers' knowledge and pedagogical skills related to C/LI (e.g., Lyster, 2007; Morton, 2018). Fifteen teachers from the PD program (treatment group) and 15 others representing the same immersion schools (control group) participated. They completed the same online questionnaire twice – at the start and the end of the PD program. The questionnaire included rating-scale and open-ended items. Eight of the 18 rating-scale and two of the four open-ended items focused specifically on C/LI and are thus the focus of this study. Because there was interest in analyzing the effect of the PD program on each item, an ordinal regression model was fitted to each. The results showed that for all eight rating-scale items and one of the two open-ended items the treatment-control variable was statistically significant, favoring the treatment group. These results suggest that the PD program is effective at improving practicing immersion teachers' knowledge and pedagogical skills related to C/LI. Limitations of the study as well as implications for research and future PD programs will be discussed. Cammarata, L., & Haley, C. (2018). Integrated content, language, and literacy instruction in a Canadian French immersion context: A professional development journey. International Journal of Bilingual Education and Bilingualism, 21(3), 332–348. Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins. Morton, T. (2018). Reconceptualizing and describing teachers' knowledge of language for content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 21(3), 275–286. Ó Ceallaigh, T. J., Hourigan, M., & Leavy, A. (2018). Developing potentiality: Pre-service elementary teachers as learners of language immersion teaching. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2018.1489779 Ó Duibhir, P. (2018). Immersion education: Lessons from a minority language context. Bristol, UK: Multilingual Matters. Tedick, D. J., & Lyster, R. (2020). Scaffolding language development in immersion and dual language classrooms. New York, NY: Routledge.
Integration and Equity in Two-Way Bilingual Education Programs
Oral Presentation[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
n/a
Two-way bilingual education (TWBE) programs are one type of dual language bilingual education programs (DLBE), that support the development of academic achievement, high levels of oral language and literacy skills in more than one language, and sociocultural competence. A distinct feature of TWBE is that the program purposefully brings together speakers of both languages of instruction in an integrated approach to bilingualism, biliteracy, and sociocultural communication skills for majority and minoritized language speakers. While integration has been a defining feature and supported by theory, it has received relatively little attention in TWBE research (de Jong & Howard, 2009). Integration is more than placing students from diverse backgrounds in the same school or classroom. Rather, it is a process of bringing "together parts into a whole, with the important understanding that the parts play an equal role in the formation of the whole" (Brisk, 1991, p. 115). It is also perceiving differences as assets, building rapport and feeling belonged and a community. In the context of TWBE, attention to the process of integration (i.e., how the diverse elements are brought together) with attention to equal status and equity issues along language and racial/ethnic lines has?? proven central. Despite the potential of integration for language development and building positive intergroup relations, several studies have identified issues that undermine equitable learning environments. These include: equalizing the status to both named languages, ensuring equity and equal status among students, providing equal representation of Black student populations in DLBE programs, and promoting positive intergroup relationships that go beyond the academic task (e.g., Angelova, Gunawardena, & Volk, 2006; Ballinger & Lyster, 2011; García-Mateus, 2020; Muro, 2016, Palmer, 2010). Moreover, because most TWBE programs are strands within a school, the place of the program within a school is also part of the integration question. Limited research in this area studies suggest that it becomes disproportionately harder to fulfill the promise of TWBE in an English-only oriented school environment that does not support the TWBE mission (Amrein & Pena, 2000). Given these results, a legitimate question has arisen whether the linguistic, academic, and sociocultural goals of DLBE can be equitably achieved for all students through an integrated approach, such as TWBE. We argue in this paper that it is exactly the convergence of diverse elements (along racial, ethnic, social class, linguistic, and other dimensions) in TWBE that creates a unique space where critical consciousness and transformation can take place. To establish this transformative potential of student and program/school integration, however, educators are required to construct meaningful and authentic third spaces where the multiple discourses, voices, and experiences of the different groups and stakeholders come together on an equal basis. We will illustrate how this might occur with examples of transformative practices in the classroom and at the leadership level. When educators engage in these practices, we believe that the integrative dimension of TWBE can indeed have its intended impact and live up to its potential.
Katherine Barko Alva Assistant Professor ESL Bilingual Education , William & Mary School Of Education Tuba Yilmaz Assistant Professor, Necmettin Erbakan University
Student retention in immersion education: What drives parental decision-making when it comes to enrollment and withdrawal in immersion programs?
Oral Presentation[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
Despite the popularity of immersion/bilingual programs across the globe, student retention from kindergarten to the last year of high school has been a preoccupying issue for decades (e.g., Boudreaux & Oliver, 2009). Past research exploring the issue has revealed that the attrition phenomenon is wide ranging, it is most significant at transition points, and that gender is an important factor to consider. Nevertheless, there is a dearth of research exploring the challenges faced by parents of students who are key stakeholders in this context, and the primary decision-makers. Thus, we lack critical understanding to remedy this issue. This presentation reports on two large-scale mixed-method studies, one conducted in the Canadian French Immersion (FI) context and the other in the Irish Immersion (IM) context, designed to fill the gap in our knowledge by exploring the experience and motivations of parents who have made the decision to pull their children out of immersion programs or not to transition to the next stage. The pan-Canadian study exploring the issue of student retention in FI programs explored parents' decision to withdraw their child/children from FI programs. Teachers as well as administrators' perspectives were also a focus of the study. Data were collected via online surveys (parents=n184; teachers=n135; administrators=n27), followup interviews with key stakeholders (parents=n19; teachers=n14; administrators=n5), and a focus group with teachers and administrators. The findings revealed important issues commonly faced by parents, which call for both small-scale (i.e., short term, inexpensive, easily implemented) as well as large-scale interventions (i.e., long term, requiring significant funding, and political will). The analysis revealed, among other things, a lack of resources and program/course offerings in FI programs compared to the English programs, an imbalance which makes the FI stream less competitive/attractive and also less capable of supporting families with children with special education needs. The second study conducted within the IM context was carried out in two phases. In phase one an online questionnaire was distributed to principals in a stratified random sample of IM schools (n=27). In phase two a questionnaire was administered to parents (n=321) and follow-up focus group interviews were conducted with parents (n=26). The main reasons given by parents for transfer to English-medium schools were the location of the school, its academic reputation, greater subject choice in English-medium, their children's special education needs and concerns about preparation for English-medium third level education. The analysis of both studies suggests a need for improved communication with families and between all key stakeholders (i.e., parents, teachers, and administrators) on multiple levels as well as a need for additional support and targeted professional development opportunities for both teachers and administrators. Findings from the two studies will be compared, and the implications for student retention and future research will be discussed. Both studies view parents as key stakeholders and, thus, this proposal is clearly connected to strand theme 1.
Bourdreaux, N. & Oliver, D. (2009). Student attrition in foreign language immersion programs. https://www.researchgate.net/publication/228770790_Student_attrition_in_foreign_language_immersion_programs/citations
Tuba Yilmaz
Pádraig Ó Duibhir